Abstract
Mobile skill teaching software has been developed for the parents of the children with intellectual disability to be used in teaching daily life skills. The purpose of this research is to investigate the effectiveness of the mobile skill teaching software developed for the use of the parents of the children with intellectual disability. In accordance, the effectiveness of the software has been tested using multiple probe design with probe conditions across subjects’ research methodology which is one of the single subject research models. Four adults with intellectual disability and their parents participated in the study. The parents participating in the study taught their children with intellectual disability how to cook cheese omelet with the use of the software. The data obtained as a consequence of the experimental study suggests that the activities carried out by the parents with the use of the software were found to be effective.
Highlights
Intellectual disability is defined as significant deficiency affecting many social and practical skills in daily life in both mental functions and adaptive behaviors (AAMR, 2002)
A mobile skill teaching software was developed based on some theoretical principles such as applied behavior analysis, video modelling technique, contribution of parents to their intellectually disabled children’s education
As in the studies carried out on the intellectually disabled individuals, single subject research model is used in the skill teaching activities and in the cases when the number of participant is a few (Kırcaali-İftar & Tekin, 1997)
Summary
Intellectual disability is defined as significant deficiency affecting many social and practical skills in daily life in both mental functions and adaptive behaviors (AAMR, 2002). The most important purpose of education of intellectually disabled people is to help them increase their life qualities by improving their independent life skills. Most of those with intellectual disability can gain some basic academic skills, such as reading and basic math. One of the most well-known of these classifications is the one done by Close, Sowers, Halpern and Bourbeau (1985). According to this classification, independent life skills are considered under four classifications as the basic skills necessary for achievement, the skills necessary for adaptation, daily life skills, vocational preparation and vocational skills
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